TEACHING ENGLISH TO INDIAN STUDENTS IN INTERNATIONAL HIGHER EDUCATION: PEDAGOGICAL CHALLENGES AND COMMUNICATIVE ADAPTATION
Keywords:
English language teaching; Indian students; international higher education; communicative competence; intercultural communication; multilingual classrooms; academic English; language adaptationAbstract
The increasing mobility of students in international higher education has created multilingual academic environments where English serves as the primary medium of instruction. Universities hosting large cohorts of Indian students face specific pedagogical challenges related to language adaptation, communicative competence, and intercultural interaction. Although Indian students typically possess prior experience in English-medium education, differences between local varieties of English and internationally accepted academic communication standards often influence classroom participation and professional interaction. This study examines the pedagogical features of teaching English to Indian students within an international university context, using the example of Tashkent State Medical University. Particular attention is given to communicative adaptation, pronunciation intelligibility, classroom interaction patterns, and the transition from examination-oriented learning to communicative language use. The findings indicate that effective English language instruction requires context-based communicative activities, collaborative learning environments, and teaching strategies sensitive to linguistic diversity and cultural learning traditions.
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